Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Mark Embree, Rice University; Maria Oden, Rice University

Tagged Divisions

First-Year Programs

step in the designprocess or an important skill such as writing technical documents or teamwork. During theremaining 45 minutes, students meet in their design teams to work together. The first half of thesemester is devoted to defining the design problem, developing the design context review,establishing design criteria, brainstorming solutions, using a Pugh matrix to evaluate and selectone or two solutions, and then defining and describing the selected solution(s) in more detail.During design team meetings, each team has access to its own whiteboard.During the second half of the semester, half of the class periods are similar to the formatdescribed above; the other half of the class periods are entirely devoted to team meetings.Lecture topics

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Washington, D.C.: National Academies Press.4. Ohland, M. W., Sheppard, S. D., Lichtenstein, G., Eris, O., Chachra, D., & Layton, R. A., Persistence, engagement, and migration in engineering programs, Journal of Engineering Education, 2008, Vol. 97, No. 3, pp. 259-278.5. Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B., Leaving engineering: A multi-year single institution study, Journal of Engineering Education, 2012, Vol. 101, No. 1, pp. 6-27.6. Atman, C. J., Sheppard, S., D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., Streveler, R. A., Smith, K. A., Miller, R. L., Leifer, L. J., Yasuhara, K., & Lund, D., Enabling engineering student success: The final report for the center for the

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

Tagged Divisions

First-Year Programs

incorporation of the other Grand Challenge areas into thedesign project to provide an increased variety of choices for students. In order to further assessthe impact of this project on students, future studies may include a control group for comparison.In an effort to increase the response rate, surveys for future studies may be given during classinstead of simply posting them online for students to complete on their own.References[1] National Academy of Engineering Grand Challenges for Engineering.http://www.engineeringchallenges.org/cms/challenges.aspx[2] Sheppard, S., S. Gilmartin, H. L. Chen, K. Donaldson, G. Lichtenstein, E. Özgür, M. Lande, and G. Toye.,“Exploring the engineering student experience: findings from the academic pathways of people

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, we suspect that the increasein overall retention was impacted by an increase in sense of belonging. To benefit sense ofbelonging and reduce chilly-climate issues that appear to impact females’ pathways more thanmales’, it is recommended that faculty development, particularly for creating an inclusiveclassroom environment, be implemented at the institution studied.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1226586.Bibliography1 M. W. Ohland, G. Zhang, B. Thorndyke and T. J. Anderson, "Grade-Point Average, Changes of Major, and Majors Selected by Students Leaving Engineering," in Frontiers in Education, Savannah, 2004.2 E. Judson, B. Smith, J. Erzen , S. Krause, J. Middleton and

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leila Keyvani, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

First-Year Programs

were added to capture additional detail as to the students’ perception of their abilities. These questions included: 1. WHY do engineers need to be proficient at communicating through writing, orally, and graphically? 2. What skill(s) do you think you need to work on most and WHY?Results and DiscussionsQuantitative ResultsThe quantitative results are summarized in Table 2 for better comparison. The results of thesurvey, regardless of the type of the communication, show a meaningful positive change in thelevel of the students’ confidence in each category at the end of the semester, with the largestchange belonging to the graphical communication. In addition, we carried out a paired t-test onthe average of

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill Davishahl, Western Washington University; Sura Alqudah, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ofconnectedness and belonging is very a challenging task, and that perhaps ten survey questions are not enoughto do that. The research team would like explore this further by conducting a more rigorous research studythat involves improved survey instruments, qualitative essay questions, and focus groups. Moreover, theresearchers conclude that although a short activity or intervention in a course might positively impact senseof belonging, it is essential to think more broadly and deeply as to how to positively impact sense ofbelonging for our students. Works Cited [1] Hurtado, S., & Carter, D. F. (1997). Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging. American

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

administration as a Mathematician and Computer Systems Analyst for the U. S. Department of Energy as well as more than 25 years of experience teaching mathematics, statistics, computer science, and freshman engineering courses in higher education institutions. Currently, she leads a team of faculty who are dedicated to providing first year engineering students with a high- quality, challenging, and engaging educational experience with the necessary advising, mentoring, and academic support to facilitate their transition to university life and to prepare them for success in their engineering discipline majors and future careers. c American Society for Engineering Education, 2020How Do Student

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Page 23.121.4directly or indirectly, their own conception of the right answer and not support the solutionsbeing produced by the students.The second purpose is to prepare TAs to reliably evaluate and provide feedback on students’work on the MEA(s) slated for implementation in a given semester. TAs need guided practicewith prototypical student work that highlights different solution paths that they might encounter.This enables the TAs to develop a level of expertise with the problem posed in the MEA.Because the feedback the TAs provide is critical for students to be able to improve theirsolutions, the primary activity of the TA training model is focused on allowing TAs to exploreand practice their feedback skills.TA Training with MEAs in

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

Tagged Divisions

First-Year Programs

becomes the only synchronously available instructionalcoach for small groups. Prior work [25]–[27] indicates that TAs can serve as effective co-instructors, particularly in facilitating team-based activities; however, TAs do require oversightand coaching in order to be effective in their role. In a large-enrollment course setting, the sheernumber of TAs required to support course activities necessitates robust professional developmentand a clear plan for TA management by course instructor(s) [29], [30].In this paper, we present strategies for offering large-enrollment FYE courses in an entirelyonline setting; and we critically examine the effectiveness of this approach by comparing studentoutcomes between FTF and online course formats. Our

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Jaqi C. McNeil, University of Louisville; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University, Daytona Beach; Farshid Marbouti, San Jose State University

Tagged Divisions

First-Year Programs

on the first submission, the students who took Instructor 1from the experimental group outperformed the comparison group students on all othersubmissions. Instructor 1’s students average scores increased by 1.251 points compared to theaverage scores of the students from the comparison group that only increased by 0.384 points.The students who took Instructor 2 from the experimental group received the lowest averagescore on all four submissions, but had the greatest gains across the submissions (with the averageincreasing by 1.780 points). Mathematical Model Complexity (out of 9 points) Change in Means across 4 Submissions 8.5

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

and project timeline can be found in Table A.1 in AppendixA.Based on the feedback the course developers received after the course has been offered during2013 Fall session A, weekly units have been reordered for 2013 Fall session B, the details ofwhich can be found in Table A.2 in Appendix A. The main reason for the reordering was tomore evenly distribute the workload over the semester and give students more time to work onthe project. Units with time intensive activities were paired with units that did not require asmuch work. This seemed to have helped students better manage the workload and pace of thecourse.The course developers agreed that for the first half of the course, each unit should contain a fewshort video lectures, discussion(s

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

surveys were administered at the beginning, middle, and end of the semesterto generate paired data used to investigate trends over time (Figure 2). Each survey took less than20 minutes to complete and gathered demographic information including age, genderidentification, race/ethnicity, and intended major(s)/minor(s). Survey 1 and Survey 3 consisted offour parts: self-ranking of technical skills competency (beginner, intermediate, advanced, orexpert), self-ranking of confidence in essential parts of the engineering design process using a five-point Likert scale (Figure 3), degree of agreement with statements related to general engineeringself-efficacy using a five-point Likert scale (Figure 4), and open-ended questions related to thosetopics. The

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

eighth grade, ANSEP student datacompared to national student data.*Nord, C., Roey, S., Perkins, R., Lyons, M., Lemanski, N., Brown, J., and Schuknecht, J. (2011). The Nation’sReport Card: America’s High School Graduates (NCES 2011-462). U.S. Department of Education, National Centerfor Education Statistics. Washington, DC: U.S. Government Printing Office.On the first day of the Middle School Academy, each student assembles a top-end computer andloads the operating system and Microsoft Office software. Students then use the computers onvarious tasks related to the daily classes they take for the remainder of the Academy. Studentsattend classes that include problem solving, research, and communication skills incorporatedwith biology, chemistry

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

Tagged Divisions

First-Year Programs

,” The Journal of Academic Librarianship, vol. 34, no. 1, pp. 25– 30, Jan. 2008, doi: 10.1016/j.acalib.2007.11.007.[5] J. D. Eldredge, D. G. Bear, S. J. Wayne, and P. P. Perea, “Student peer assessment in evidence-based medicine (EBM) searching skills training: an experiment,” Journal of the Medical Library Association, vol. 101, no. 4, pp. 244–251, Oct. 2013, doi: 10.3163/1536.[6] A. J. Carroll, S. J. Hallman, K. A. Umstead, J. McCall, and A. J. DiMeo, “Using information literacy to teach medical entrepreneurship and health care economics,” Journal of the Medical Library Association, vol. 107, no. 2, pp. 163–171, Apr. 2019, doi: 10.5195/jmla.2019.577.[7] K. M. Klipfel, “Authentic engagement: Assessing the effects of

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brooke C. Morin, Ohio State University; Krista M. Kecskemety, Ohio State University; Kathleen A. Harper, Ohio State University; Paul Alan Clingan, Ohio State University

Tagged Divisions

First-Year Programs

Aerospace Engineering at The Ohio State Uni- versity in 2006 and received her M.S. from Ohio State in 2007. In 2012, Krista completed her Ph.D. in Aerospace Engineering at Ohio State. Her engineering education research interests include investigating first-year engineering student experiences, faculty experiences, and the connection between the two.Dr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Robert Pieri, North Dakota State University; Ghodrat Karami, North Dakota State University

Tagged Divisions

First-Year Programs

e om S le og nc ia H ad

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Claribel Bonilla, University of San Diego; Leonard Perry, University of San Diego

Tagged Divisions

First-Year Programs

rapid understanding of this tool in the academic Page 13.576.8environment. This will lead to enhancing not only the students’ teaming experience but theengineering learning environment.References 1. “Engineering Education for a Changing World,” Report prepared by the ASEE Engineering Deans' Council and Corporate Roundtable, Washington,D.C., ASEE, 1994. 2. ASTD, "Workplace Basics: The Skills Employers Want," American Society for Training and Development and U. S. Department of Labor, Employment and Training Administration, 1988. 3. Evans, D. L., G. C. Beakley, P. E. Crouch, and G. T. Yamaguchi, "Attributes of Engineering

Conference Session

First-Year Advising and Transition

Collection

2009 Annual Conference & Exposition

Authors

Charles McDowell, University of California, Santa Cruz; Adrienne Harrell, University of California, Santa Cruz

Tagged Divisions

First-Year Programs

Cohoon and William Aspray. 2006. p. 205-238.3. DEEP: Developing Effective Engineering Pathways. NSF grant DUE-0336517.4. Eggleston, L. E. and Laanan, F. S., Making the Transition to the Senior Institution. In Transfer students: Trends and issues. New Directions for Community Colleges, edited by F. S. Laanan. 2001. p, 87-97. San Francisco: Jossey-Bass.5. Glass, J. C. and Harrington, A. R. Academic performance of community college transfer student and "native" students at a large state university. 2002. Journal of Research and Practice, 26, p. 415-430.6. Hills, J. Transfer shock: The academic performance of the transfer student. The Journal of Experimental Education , 33(3), (Spring, 1965). (ERIC Document Reproduction Service No. ED

Conference Session

First-Year Programs: Tuesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech, Department of Engineering Education; Diana Bairaktarova, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

persist in engineering are not creative, it is by our instructionthat creativity is neglected and then phased out. Enhancing the creative skills of engineeringstudents can begin by incorporating the practices of art education, not necessarily to reconstructengineering courses, but to pepper our existing courses with material borrowed from the morecolorful side of campus.References1 Bairaktarova, D. (2016). Syllabus - Introduction to Spatial Visualization.2 O’Connor, A. J., Nemeth, C. J., & Akutsu, S. (2013). Consequences of Beliefs about theMalleability of Creativity. Creative Research Journal, 25(2), 155–162.https://doi.org/10.1080/10400419.2013.7837393 Dweck, C. (2006). Mindset: The new psychology of success. Random House.4 Matusovich

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, University of Alaska Anchorage; Matthew Calhoun, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

• Friends 4 for Often 5 for Yes, Very Much Do the following see you as an engineer? 1 for No, Not at All • Yourself 2 for Seldom Recognition by Self • Engineering instructor(s) 3 for Sometimes 4 for Often 5 for Yes, Very Much In your opinion, to what extent are the following associated with the field of

Conference Session

First-Year Programs: Deciding on a Major

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

First-Year Programs

an engineering degree.Future work will continue to follow these students as they navigate their college degreeprograms, monitoring how these factors and others may predict major retention further into thecurriculum.AcknowledgmentsThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1734347. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] K. M. Ehlert, M. K. Orr, and Grigg, “WIP : What’s your major? First-year engineering students’ conifidence in their major choice,” in Proceedings from FYEE 2018, Glassborrow NJ, 2018.[2] V. Germeijs and K. Verschueren, “High

Conference Session

First-Year Programs Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Yuchen Cao, Purdue University

Tagged Divisions

First-Year Programs

row. In Figure 2, this was the standard deviation for each ofthe three rows for each of the four dimensions under “Rater 1” label. Then the three row-wisestandard deviations were averaged, then placed in a matrix of average dispersions andreferred to as the dispersion for the Rater 1’s ratings for all the team members including Rater1’s self-rating. This procedure was repeated for Rater 2 and 3 accordingly. The same methodswere used to calculate the dispersion matrix for the rest of the secondary school teams as wellas the FYE comparison group.Figure 2 - Raw Peer Evaluation DataA repeated measure ANOVA was used to compare the differences in dispersions between theK12 and FYE comparison samples for each of two peer reviews. The time delay

Conference Session

First-year Programs Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Yih-Fang Huang, University of Notre Dame

Tagged Divisions

First-Year Programs

), 139– 149. 2. Chen, X., Weko, T. (2009). Students Who Study Science, Technology, Engineering and Mathematics (STEM) in Postsecondary Education. U.S. Department of Education, NCES 2009-161. http://nces.ed.gov/pubs2009/2009161.pdf 3. Casper, J., Khoury, A., Lashbaugh, K., & Ruesch, A. (2011). The sophomore year experience final report to Dr. Laura Coffin Koch, Associate Vice-Provost for Undergraduate Education. University of Minnesota 4. Hunter, M., S., Tobolowsky, B., F., Gardner, J., N., Evenbeck, S., E., Pattengale, J., A., et al (Eds.). (2010) Helping Sophomores Succeed: Understanding and Improving the Second-Year Experience, San Francisco, Jossey-Bass. 5. Holloway, B. and Reed, T. (2015) Extended

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs, Mathematics

representation on their performance,” Edu. Research, vol. 1 (10), pp 505-511, 2010.[8] K. Fisher, “Exercises in drawing and utilizing free-body diagrams,” Physics Teacher,vol . 37 (7), pp 434-435, 1999.[9] D. Rosengrant, A. Van Heuvelen, and E. Etkina, “Do students use and understand free-bodydiagrams?”, Phys. Review. Special Topics - Physics Education Research, vol. 5(1), 13p, 2009.[10] D. Rosengrant, A. Van Heuvelen, and E. Etkina, “Free-Body Diagrams: Necessary orSufficient?”, in 2004 Physics Education Research Conference, Sacramento, California, August4-5, J. Marx, P. Heron, S. Franklin, Eds. American Institute of Physics, 2005, pp 177-180.[11] J. Court, “Free-Body Diagrams Revisited -I,” Physics Teacher, vol. 37, pp 427-433, 1999.[12] T. Litzinger

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Harkins, University of North Carolina - Charlotte

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Retention Rates," in ASEE Annual Conference, San Antonio, Texas, 2012.[3] K. Brinkley, F. Rankins, S. Clinton and R. Hargraves, "Keeping Up With Tecnology: Transitioning Summer Bridge to a Virtual Classroom," in ASEE Annual Conference, Indianapolis, Indiana, 2014.[4] W. Lee, C. Wade and C. Amelink, "Examining the Transition to Engineering: A Mulit- Case Study of Six Deiverse Summer Bridge Program Participants," in ASEE Annual Conference, Indianapolis Indiana, 2014.[5] President's Council of Advisors on Science and Technology, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology and Mathematics," Washington, DC, 2012.[6] UNC Board of Governors, "Our Time

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Brett P. Conner, Youngstown State University; Andrew Scott Morgan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

: Upping the Numbers. Edward Elgar Publishing, 2007.13. Farrell, E. Engineering a Warmer Welcome for Female Students: The Discipline Tries to Stress its Social Relevance, an Important Factor for Many Women. Chronicle Higher Education. 2002, February 22.14. Widnall, S. Digits of Pi: Barriers and Enablers for Women in Engineering. Presented at the SE Regional NAE Meeting, Georgia Institute of Technology, April 26, 2000.15. Ohland, M., Sheppard, S., Lichtenstein, G., Eris, O., Chachra, D., and Layton, R. Persistence, engagement, and migration in engineering programs, Journal of Engineering Education, volume 97(3), 2008.16. Seymour, E., Hewitt, N. (1997) Talking about leaving: Why undergraduates leave the sciences. Westview Press.17

Conference Session

First-year Programs Division: Online Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical University; Christina Frederick, Embry-Riddle Aeronautical University; Caroline Liron, Embry-Riddle Aeronautical University; Li Ding; Lei Gu, Georgia State University; Andrew Calvin Griggs II, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University; Paula Sanjuan Espejo, Embry-Riddle Aeronautical University

Tagged Divisions

First-Year Programs

Imaging,” in Proceedings of the 36th International Conference on Software Engineering, Hyderabad, India, 2014, pp. 378–389.[2] R. Ellis, The Study of Second Language Acquisition. Oxford University Press, 1994.[3] S. D. Krashen, Second language acquisition and second language learning. Oxford: Pergamon Press, 1981.[4] K. J. Krahnke, “Principles and Practice in Second Language Acquisition,” TESOL Q., vol. 17, no. 2, pp. 300–305, Jun. 1983.[5] S. D. Krashen and T. D. Terrell, The Natural Approach: Language Acquisition in the Classroom. The Alemany Press, 1983.[6] J. N. Williams, “Memory, Attention, and Inductive Learning,” Stud. Second Lang. Acquis., vol. 21, no. 1, pp. 1–48, 1999.[7] C. Frederick and L. Sun, “Work in Progress

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

, which is required for almost all the undergraduate engineeringprograms at MSOE and more than 90% of these students take Chemistry I during their firstquarter immediately following their completion of the Carter Academy program. Previously, thestudent survey feedback was not positive and promising as expected. In addition, it has beennoticed that the “attitude” of students towards learning chemistry was relatively negative atMSOE, partially due to their majors which are mostly in traditional engineering programs, suchas mechanical and electrical engineering. Students studying within these majors generally do notfeel the need to learn chemistry but rather choose to simply pass the required chemistry course(s)to obtain their degree. In another

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs

awareness. We also plan to track student performance infuture semesters as a way to measure transferability of skills learned in SI sessions.References[1] Dawson, P.; van der Meer, J.; Skalicky, J.; Cowley, K. (2014). On the Effectiveness ofSupplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-AssistedStudy Sessions Literature Between 2001 and 2010. ​Review of Educational Research​. ​84 ​(4):609–639[2] ​Palincsar, A. S. (1986). Metacognitive strategy instruction. ​Exceptional children​, ​53​(2),118-124[3] Flavell, J. H. (1987) Speculation about the nature and development of metacognition. In F.Weinert & R. Kluwe (Eds.), ​Metacognition, motivation, and understanding​ (pp.21 - 29).Hillsdale, NJ: Lawrence Erlbaum.[4

Conference Session

FPD1 - Early Success and Retention

Collection

2008 Annual Conference & Exposition

Authors

Alicia Boudreaux, Louisiana Tech University; Kelly Crittenden, Louisiana Tech University; James Nelson, Louisiana Tech University; Galen Turner, Louisiana Tech University

Tagged Divisions

First-Year Programs

in the fall. The FrEP project, supported by NSF STEP and S-STEM grants,continues to provide scholarships for these FrEP students through their freshman year. OurIntegrated Curricula are structured such that students register for a block of core classes, and theS-STEM student cohort comprises one of these blocks. Throughout the academic year, studentmentors are assigned to this cohort to conduct Supplemental Instruction sessions each week.At present, 85% of this initial FrEP cohort has been retained in a STEM discipline. Data from theprevious three years show an average freshman to sophomore STEM retention rate for a similarcohort of 59%. These students also have displayed more confidence, positive attitudes, respect,and a greater